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Let's Rock Math! Watch the world's best math music videos completely ad-free. NUMBEROCK Math songs are for elementary teachers and students in grades K-6.

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Welcome! Explore these patterns with your students and watch their natural tendencies to see patterns morph into powerful algebraic thinking and reasoning. It's an ideal routine to foster mathematical practice #7 - look for and make use of structure.

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Explore these patterns with your students and watch their natural tendencies to see patterns morph into powerful algebraic thinking and reasoning. It's an ideal routine to foster mathematical practice #7 - look for and make use of structure.

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Keywords have been a plague in math instruction. What do I mean by a plague? Keywords are a contagious disease that kills reasoning. It causes trouble, irritation, suffering, and sometimes tortures. Yeah, it is that extreme. It is crucial that we lay these keywords to rest once and for all. To do so, we need to shift our instruction.

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No More Keywords for Math Word Problems - The Routty Math Teacher

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Keywords don't focus on context. This post gives four reasons why using keywords for math word problems fails students. Free poster included.

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Teacher confession time: I used to teach my students about keywords in math class. I did not create this poster, but I could have. In…

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How many times have you watched a student read (...skim) a word problem and then immediately start computing the answer before you have even had a chance to give directions? No matter how much we talked about the importance of slowing down, actually THINKING about what the problem was saying and taking time to understand, I always have those students who just pull out the numbers, choose a random operation, and solve.

And let me tell you... it. drives. me. crazy.

This is about the time that I throw a new word problem on the board, take my favorite black sharpie and color over the numbers because I know numberless word problems are exactly what they need. So why does a word problem without numbers fix all my problems? Here's why.

When students see numbers in a word problem, they know that the expectation is to solve. They are "done" when they've added, subtracted, multiplied, or divided and they're left with an answer. When the numbers are removed from the problem and replaced with blanks, the focus immediately shifts away from solving, because there's nothing to solve! There is no operation to do because there are no numbers!

When students aren't being distracted by numbers and the pressure to solve, they have the opportunity to focus on the context. Numberless word problems force students to take time to truly make sense of the problem and determine what actions are being done in the problem. When they understand the actions in the problem, they can then translate that to an operation, or a math action.

All four operations are mathematical representations of a real life action (joining, separating, sharing, scaling, etc.). Unfortunately, students often miss this because they are so quick to just pull out the numbers and solve (or they have been taught to diminish word problems to a set of key words... but that is a whole new discussion for whole other day). When students work with numberless word problems frequently, they begin to see similarities in certain problems. They may notice that addition problems seem to be combining or joining two amounts while subtraction problems seem to be separating amounts or identifying the difference. These are the actions students need to understand in order to find success representing real life mathematically.

Numberless word problems allow for easy differentiation.

Many students struggle with word problems because of the numbers themselves. Some students are so defeated by seeing number like 1,236 or 0.05 or 7/12 in a word problem, that they don't have the motivation to even attempt the problem. Why would they? If they know they will struggle with the computation and the goal of the problem is to solve, then no matter how hard they work to understand the problem, they still have no chance to be successful.

When the numbers are removed, all students have the ability to work towards understanding of the problem because the numbers are not a limitation. They can think about the problem in terms of whatever numbers are comfortable to them. They can use problem-solving strategies to make sense of the problem without the pressure of computing "really hard numbers" in the end.

Students do need to know how to compute numbers, so after students have taken the time to understand the problem, you as the teacher can provide numbers that are appropriate for them to insert into the blanks and begin solving. I typically provide 3-5 sets of numbers for students to choose from to insert into the problem and solve.

Try a numberless word problem sort!

One of my favorite problem solving activities is a numberless word problem sort. It's not anything revolutionary. It is exactly what it sounds like... students sort a set of numberless word problems by the math action (operation) that they would use to solve the problem. It is such an easy activity but it is SO POWERFUL.

If you want students to practice computation, roll a dice or draw a number card and insert the numbers into the problem. Now students have taken time to understand the problem and they get computation practice. It's a win-win scenario! I highly recommend that every math teacher try this out with their students. It will likely reveal some misconceptions students might have!

Want to try numberless word problems in your classroom?

If you are an upper elementary teacher, check out this numberless word problem sort for FREE! This activity is powerful in helping students focus on the meaning of each operation.

If you are a 5th or 6th grade teacher, here is the set of numberless word problems I made for my students. For some reason, fractions tend to totally throw students off in word problems! It was encouraging for my students to see that they can understand these problems with or without fractions.

It also was really good practice for multiplying and dividing fractions because these operations tend to be a bit tougher to identify when you are working with fractions. Without the numbers, students were able to identify similarities and differences in the problems themselves instead of focusing only on the numbers.

So, what do you think? Have you given your students word problems without numbers?

How many times have you watched a student read (...skim) a word problem and then immediately start computing the answer before you have even had a chance to give directions? No matter how much we talked about the importance of slowing down, actually THINKING about what the problem was saying and taking time to understand, I always have those students who just pull out the numbers, choose a random operation, and solve.

And let me tell you... it. drives. me. crazy.

This is about the time that I throw a new word problem on the board, take my favorite black sharpie and color over the numbers because I know numberless word problems are exactly what they need. So why does a word problem without numbers fix all my problems? Here's why.

When students see numbers in a word problem, they know that the expectation is to solve. They are "done" when they've added, subtracted, multiplied, or divided and they're left with an answer. When the numbers are removed from the problem and replaced with blanks, the focus immediately shifts away from solving, because there's nothing to solve! There is no operation to do because there are no numbers!

When students aren't being distracted by numbers and the pressure to solve, they have the opportunity to focus on the context. Numberless word problems force students to take time to truly make sense of the problem and determine what actions are being done in the problem. When they understand the actions in the problem, they can then translate that to an operation, or a math action.

All four operations are mathematical representations of a real life action (joining, separating, sharing, scaling, etc.). Unfortunately, students often miss this because they are so quick to just pull out the numbers and solve (or they have been taught to diminish word problems to a set of key words... but that is a whole new discussion for whole other day). When students work with numberless word problems frequently, they begin to see similarities in certain problems. They may notice that addition problems seem to be combining or joining two amounts while subtraction problems seem to be separating amounts or identifying the difference. These are the actions students need to understand in order to find success representing real life mathematically.

Numberless word problems allow for easy differentiation.

Many students struggle with word problems because of the numbers themselves. Some students are so defeated by seeing number like 1,236 or 0.05 or 7/12 in a word problem, that they don't have the motivation to even attempt the problem. Why would they? If they know they will struggle with the computation and the goal of the problem is to solve, then no matter how hard they work to understand the problem, they still have no chance to be successful.

When the numbers are removed, all students have the ability to work towards understanding of the problem because the numbers are not a limitation. They can think about the problem in terms of whatever numbers are comfortable to them. They can use problem-solving strategies to make sense of the problem without the pressure of computing "really hard numbers" in the end.

Students do need to know how to compute numbers, so after students have taken the time to understand the problem, you as the teacher can provide numbers that are appropriate for them to insert into the blanks and begin solving. I typically provide 3-5 sets of numbers for students to choose from to insert into the problem and solve.

Try a numberless word problem sort!

One of my favorite problem solving activities is a numberless word problem sort. It's not anything revolutionary. It is exactly what it sounds like... students sort a set of numberless word problems by the math action (operation) that they would use to solve the problem. It is such an easy activity but it is SO POWERFUL.

If you want students to practice computation, roll a dice or draw a number card and insert the numbers into the problem. Now students have taken time to understand the problem and they get computation practice. It's a win-win scenario! I highly recommend that every math teacher try this out with their students. It will likely reveal some misconceptions students might have!

Want to try numberless word problems in your classroom?

If you are an upper elementary teacher, check out this numberless word problem sort for FREE! This activity is powerful in helping students focus on the meaning of each operation.

If you are a 5th or 6th grade teacher, here is the set of numberless word problems I made for my students. For some reason, fractions tend to totally throw students off in word problems! It was encouraging for my students to see that they can understand these problems with or without fractions.

It also was really good practice for multiplying and dividing fractions because these operations tend to be a bit tougher to identify when you are working with fractions. Without the numbers, students were able to identify similarities and differences in the problems themselves instead of focusing only on the numbers.

So, what do you think? Have you given your students word problems without numbers?

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The Power of Numberless Word Problems - Mix and Math

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Numberless word problems are simply contextual math word problems with the numbers removed. Learn why you should use numberless word problems in your 4th and 5th grade classroom and grab a free printable numberless word problem resource.

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Take out the numbers to make word problems make sense Learn More Try one tomorrow Primary (K-2) Older Students Explore ready-made problems Problem Banks More Problems This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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What are Numberless Word Problems Really? - Leaf and STEM Learning

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Numberless word problems are a method of teaching story problems that helps students develop good habits and become resilient problem solvers.

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Google has announced that Jamboards will become "read-only" on October 1, 2024 and will disappear completely on December 31, 2024 ( https://support.google.com/jamboard/answer/14084927?hl=en). While we are disappointed in this news, KCM is dedicated to providing resources to support teachers. All KCM Jamboards will remain available for the 2023-2024 academic year. We have begun the process of researching options for converting or updating our current Jamboards to a new format and plan to have the revised resources available in the fall of 2024.

Chapter 1. The Five Fundamentals

Chapter 2. Foundational Addition and Subtraction Facts

Chapter 3. Derived Fact Strategies for Addition and Subtraction

Chapter 4. Foundational Multiplication and Division Facts

Chapter 5. Derived Fact Strategies for Multiplication and Division

Chapter 6. Assessing Foundational Facts

Chapter 7. Assessing Derived Fact Strategies and All Facts

Chapter 8. Families and Facts

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Google has announced that Jamboards will become "read-only" on October 1, 2024 and will disappear completely on December 31, 2024 ( https://support.google.com/jamboard/answer/14084927?hl=en). While we are disappointed in this news, KCM is dedicated to providing resources to support teachers. All KCM Jamboards will remain available for the 2023-2024 academic year.

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Take out the numbers to make word problems make sense Learn More Try one tomorrow Primary (K-2) Older Students Explore ready-made problems Problem Banks More Problems This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Love Maths offers a number of services to schools- classroom modelling, professional development days, planning effectively for maths and after-school professional development sessions. For information about how to get in touch follow the contact link.

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Google has announced that Jamboards will become "read-only" on October 1, 2024 and will disappear completely on December 31, 2024 ( https://support.google.com/jamboard/answer/14084927?hl=en). While we are disappointed in this news, KCM is dedicated to providing resources to support teachers. All KCM Jamboards will remain available for the 2023-2024 academic year. We have begun the process of researching options for converting or updating our current Jamboards to a new format and plan to have the revised resources available in the fall of 2024.

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Google has announced that Jamboards will become "read-only" on October 1, 2024 and will disappear completely on December 31, 2024 ( https://support.google.com/jamboard/answer/14084927?hl=en). While we are disappointed in this news, KCM is dedicated to providing resources to support teachers. All KCM Jamboards will remain available for the 2023-2024 academic year.

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My growing list of free real world problem-based lessons for grades 2 through high school. Includes links to download multimedia and teacher guide.

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Copy of Rubric_ CCSS Standards of Mathematical Practice.docx

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Math Is Visual: Let's Teach It That Way | Free Visual Math Talk Prompts

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Access free Visual Math Talk Prompts to build fluency and flexibility with number sense and operations for your K-12 Math Class or at Home.

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The most foundational of all concepts is around numeracy and number sense. Number Hive builds, returns and reinforces learning at the students pace, helping them evolve deep understanding, and most importantly, while they're having fun and driving their own learning.

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The most foundational of all concepts is around numeracy and number sense. Number Hive builds, returns and reinforces learning at the students pace, helping them evolve deep understanding, and most importantly, while they're having fun and driving their own learning.

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Instantly built a devoted audience of children and adults who fell in love with the game's beautiful, colorful display, and connection with deep mathematical understanding.

Honestly, this has got to be one of the most engaging and effective ways of introducing the idea of primes being the 'building blocks' of numbers and building other general logic skills... Overall, Prime Climb is an incredibly flexible game, and certainly met the high expectations it set itself.

This game blew my mind! It blew my wife's mind, it blew my kid's mind... it is one of the coolest visualizations of mathematics and prime numbers I've ever seen ever. It is awesome!

Take a look at Prime Climb, an excellent new game... perfect for adults and children alike.

This game is so rich in mathematical ideas that I literally spent a week investigating it with my class.

Rated #1 Educational Math Game!

Prime Climb is an excellent way to teach about prime numbers, factors, common multiples, and that math is fun!... I loved how Prime Climb engaged my math loving kids and my kids who tolerate math. It was engaging and challenging enough that no one was bored, but easy enough to understand that no one was frustrated. It was the perfect balance. (It was fun for the adults as well.)

This is an amazing game! It is genius actually. You can play this with both young and old and adapt it to anyone's ability. Players must not only use their math skills but their strategy skills as well. I believe this game should be in every classroom in America as well as every home!!

For a game that is a relatively pure experience of math equations, I think you'll be surprised how much fun it can be for players of all ages.

A fun and simple way to bring multiplication, division, and prime numbers all in one easy to play game. Awesome!

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Math for Love is devoted to transforming how math is taught and learned. Offering a free lesson library, plus games, summer curriculum, and more.

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Why do educators try to use games for learning, especially with math content? Is it just to make learning fun? This is an important question; we see the difference in achievement when students are engaged and participating. So making learning fun is a big part of our goal.

However, I've discovered that the best kind of game-based math learning will actually boost students'-and teachers'-ability to reason, understand underlying concepts and find solutions to complex math problems.

These are some thoughts I've collected from my 13 years of experience with game-based math learning. But this is just a jumping-off point.

The goal for educators is to continue finding and facilitating the kind of instructional activities that help students understand the concepts behind the math problems-games that motivate them to find creative solutions and take an active part in accelerating their own learning. Imagine if this could happen while they're having fun!

Here are some reasons to work toward creating transformative game-based learning opportunities:

1. Mind-Body Connection

One of the main benefits of playing math games is in the amount of retention it creates. A lot of teachers use basic forms of TPR (Total Physical Response) like moving your arms or waving hands to help with learning, but many forget that getting kids all the way up and active sparks a connection in the neurons of the brain to help with processing and retention of new information.

A game called Hop to It has been one of my favorite tools for my kids struggling with basic number sense, and it also actively challenges my advanced-level students. They have to move to the corresponding numbers related to a set question and be aware of how they physically move to get there, such as on one foot or with their left hand.

The physical connection to what the brain needs to know to make the number decision is instant and long lasting, while the laughter and discussions they have well after game time ends also create a lingering learning effect that lends to all student levels feeling equal and challenged to complete the tasks.

It's fascinating to see this same level of connection happening when my students play the ST Math digital games that I have been using to supplement my math program. These games are specifically designed to simulate the trial-and-error, cognitive learning process like the physical games we play.

2. Reaching Students At All Levels

Many of the teachers I speak with are noticing an increase in the numbers of students who need extra help, as well as a wider gap between the kids who easily understand the math concepts and those who don't.

Other educators who are noticing this disturbing trend can investigate math games as an effective strategy for closing the gap. Look for the types of games, especially in software games, that are truly personalized to each individual students' learning path. This way, students can make meaningful gains in learning, without always having to be in groups leveled by ability.

Within the ability-leveled groups, many kids simply shut down when they are repeatedly placed in the low groups; they have little desire to continue to work hard when they feel they are always behind the others in class. Generate a game environment that fosters the constant connections minus the feelings of segregation.

3. Professional Growth for Educators

Setting up a game-based learning environment does take organization and planning. It also takes the ability to step back and be able to handle the failures as well as the successes. The learning curve of teachers shouldn't stop at the doors of, "I understand and can confidently teach this content." The learning curve needs to be constant and forever developing.

Our students depend on us to continue to strive toward using the best methods for the current population of students while improving on the methods we hold in our toolboxes.

If we are going to ask our students to continue to step out of their comfort level and challenge their personal learning curves, we owe it to them to continue to do the same.

4. Developing a Love for Math

The resounding claim by my students is how much they LOVE the chance to be outside, active and learning all at the same time. It is often forgotten, in the hustle and bustle of meeting all the benchmarks, testing deadlines and chaos of the daily grind in teaching math, that it still has to be fun.

Yes, FUN! We've come back full circle to the beginning. Kids respond to learning when engaged, challenged and enjoying their tasks.

The discussions in my classroom have helped mold many changes in mathematic fun and learning and the feedback from my kids was amazing:

I love the games because even though I struggle in math, I feel like I'm just as smart as everyone else. I can learn more when we play.

I would enjoy practicing my math more if it we could play these games all the time.

Game-based learning has been an integral part of student development for years, yet we don't give it the support it deserves for the level of knowledge-growth it creates. Educators can start small and work their way up to an entire day.

Begin the process with introductory lesson starter games and work your way into a full math rotation. You'll eventually find your comfort with a full day of learning with math games.

It takes time to develop the games that work and eliminate what doesn't. Give yourself the freedom to try things, have AAR (After Action Reviews) with your students to see how they feel things went, make changes and try again. There is no failure in the attempts to generate a game-based learning environment; the only failure comes from never attempting in the first place.

Give the concept time to mature. Teachers, work together to tweak ideas and find what will work best for you! The process can get daunting, but it's also a lot of fun - trust me!
Want to know more about the ST Math games mentioned in this post?
Additional Resources

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4 Reasons to Promote Math Success through Games

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Why do educators try to use games for learning, especially with math content? Is it just to make learning fun? This is an important question; we see the difference in achievement when students are engaged and participating. So making learning fun is a big part of our goal.

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People ask us why we play math games at a Math Learning Center. Read this article from the National Council of Teachers of Mathematics

http://www.nctm.org/publications/teaching-children-mathematics/blog/why-play-math-games_/
By Kitty Rutherford, Posted April 27, 2015 -
People of all ages love to play games that are fun and motivating. Games give students opportunities to explore fundamental number concepts, such as the counting sequence, one-to-one correspondence, and computation strategies. Engaging mathematical games can also encourage students to explore number combinations, place value, patterns, and other important mathematical concepts. Further, they afford opportunities for students to deepen their mathematical understanding and reasoning. Teachers should provide repeated opportunities for students to play games, then let the mathematical ideas emerge as students notice new patterns, relationships, and strategies. Games are an important tool for learning in elementary school mathematics classrooms:

* Playing games encourages strategic mathematical thinking as students find different strategies for solving problems and deepen their understanding of numbers.

* When played repeatedly, games support students' development of computational fluency.

* Games present opportunities for practice, often without the need for teachers to provide the problems. Teachers can then observe or assess students and work with individuals or small groups of students.

* Games have the potential to allow students to develop familiarity with the number system and with "benchmark numbers" (such as 10s, 100s, and 1000s) and engage in computation practice, building a deeper understanding of operations.

* Games support a school-to-home connection. Parents can learn about their children's mathematical thinking by playing games with them at home.
This game is on p. 65 of the downloadablePDF. Building Fluency
Fluency requires a balance and connection between conceptual understanding and computational proficiency. Computational methods that are over-practiced without understanding are forgotten or remembered incorrectly. Conceptual understanding without fluency can inhibit the problem-solving process (NCTM 2000, Principles and Standards for School Mathematics, p. 35).

Developing computational fluency is an expectation of the Common Core State Standards for Mathematics. Games provide opportunity for meaningful practice. The research about how students develop fact mastery indicates that drill techniques and timed tests do not have the power that mathematical games and other experiences have. Appropriate mathematical activities are essential building blocks to develop mathematically proficient students who demonstrate computational fluency (Van de Walle and Lovin, Teaching Student-Centered Mathematics Grades K-3, p. 94). Remember, computational fluency includes efficiency, accuracy, and flexibility with strategies (Russell 2000).

The kinds of experiences that teachers offer their students clearly play a major role in determining the extent and quality of students' learning. Students can build understanding by actively engaging in tasks and experiences designed to deepen and connect their knowledge. Procedural fluency and conceptual understanding can be developed through problem solving, reasoning, and argumentation (NCTM 2000, Principles and Standards for School Mathematics, p. 21). Meaningful practice is necessary to develop fluency with basic number combinations and strategies with multidigit numbers. Practice should be purposeful and should focus on developing thinking strategies and a knowledge of number relationships rather than on drilling isolated facts (NCTM 2000, Principles and Standards for School Mathematics, p. 87). Do not subject any student to computation drills unless the student has developed an efficient strategy for the facts included in the drill (Van de Walle and Lovin 2006, Teaching Student-Centered Mathematics Grades K-3, p. 117). Drills can strengthen strategies with which students feel comfortable-those they "own"-and will help make these strategies increasingly automatic. Therefore, strategy drills will allow students increasing efficiency, even to the point of recalling a fact without being conscious of using a strategy. Drills without an efficient strategy offer no assistance (Van de Walle and Lovin 2006, Teaching Student-Centered Mathematics Grades K-3, p. 117).

This game is on p. 5 of the downloadable PDF.
Cautions
Sometimes teachers use games solely to practice number facts. These games usually do not engage children for long because they are based on students' recall or memorization of facts. Some students are quick to memorize; others need a few moments to compute a related fact. When students are placed in situations in which recall speed determines success, they may infer that being "smart" in mathematics means getting the correct answer quickly instead of valuing the process of thinking. Consequently, students may feel incompetent when they use number patterns or related facts to arrive at a solution and may begin to dislike mathematics because they are not fast enough.
This game is on p. 67 of the downloadable PDF. Introduce a game
A good way to introduce a game to the class is for the teacher to play the game against the class. After briefly explaining the rules, ask students to make the class's next move. Teachers may also want to model their strategy by talking aloud for students to hear his or her thinking. "I placed my game marker on the six because that would give me the largest number."

Games are fun and can create a context for developing students' mathematical reasoning. Through playing and analyzing games, students also develop their computational fluency by examining strategies that are more efficient and by discussing relationships among numbers. Teachers can create opportunities for students to explore mathematical ideas by planning questions that prompt students to reflect about their reasoning and make predictions. Remember to always vary or modify the game to meet the needs of your leaners. Encourage the use of the Common Core's Standards for Mathematical Practice.
Holding Students Accountable
While playing games, have students record mathematical equations or representations of the mathematical tasks. This yields data for students and teachers to revisit to examine their mathematical understanding.

After playing a game, have students reflect on the game by asking them to discuss questions orally or write about them in a mathematics notebook or journal:

* What skill did you review and practice?

* Which strategies did you use while playing the game?

* If you were to play the games a second time, what different strategies would you use to be more successful?

* How could you tweak or modify the game to make it more challenging?

This game is on p. 42 of the downloadable PDF.

K-Grade 5 Math Games were created by North Carolina teachers and can be accessed on the North Carolina Department of Public Instruction,
under Kindergarten Instructional Resources/Games.

For students to become fluent in arithmetic computation, "they must have efficient and accurate methods that are supported by an under-standing of numbers and operations. 'Standard' algorithms for arithmetic computation are one means of achieving this fluency" (NCTM 2000, Principles and Standards for School Mathematics, p. 35).

"Overemphasizing fast fact recall at the expense of problem solving and conceptual experiences gives students a distorted idea of the nature of mathematics and of their ability to do mathematics" (Seeley 2009, Faster Isn't Smarter: Messages about Math, Teaching, and Learning in the 21st Century, p. 95).

" Fluency refers to having efficient, accurate, and generalizable methods (algorithms) for computing that are based on well-understood properties and number relationships" [emphasis mine] (NCTM 2000, Principles and Standards for School Mathematics, p. 144).

" Computational fluency refers to having efficient and accurate methods for computing. Students exhibit computational fluency when they demonstrate flexibility in the computational methods they choose, understand and can explain these methods, and produce accurate answers efficiently" [emphasis mine] (NCTM 2000, Principles and Standards for School Mathematics, p. 152).

Kitty Rutherford serves as the North Carolina Elementary Mathematics Consultant for the Department of Public Instruction in Raleigh. She is an experienced leader, collaborator, and licensed educator with a Master's Degree in Elementary Education coupled with over twenty-seven years' experience teaching elementary school students, training educators, collaborating with multiple stake-holders, and implementing effective programs. She has received such honors as the Presidential Award for Excellence in Mathematics and Science Teaching, NCCTM Outstanding Elementary Mathematic Teacher, Alpha Delta Kappa State Excellence in Education Award, and Teacher of the Year Finalist. She currently serves as the State Coordinator for the NC Presidential Award for Excellence in Mathematics Teaching and on the board of the North Carolina Council of Teachers of Mathematics.

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People ask us why we play math games at a Math Learning Center. Read this article from the National Council of Teachers of Mathematics http://www.nctm.org/publications/teaching-children-mathematics/blog/why-play-math-games_/ By Kitty Rutherford, Posted April 27, 2015 - People of all ages love to play games that are fun and motivating.

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5 Principles of educationally rich math games.pdf

5 Principles of educationally rich math games.pdf

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5 Principles of educationally rich math games.pdf

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Enriching mathematics for all learners

A free-to-use collection of mathematics activities, lessons and problems designed to nurture curious, resourceful and confident learners of mathematics. Produced by The University of Cambridge.

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The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles.

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search

Enriching mathematics for all learners

A free-to-use collection of mathematics activities, lessons and problems designed to nurture curious, resourceful and confident learners of mathematics. Produced by The University of Cambridge.

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The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles.

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Crickweb | KS2 Multiplication Times Tables

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Free educational interactive Primary or Elementary multiplication maths games and resources

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Sara VanDerWerf - Inspiration and resources for mathematics teachers

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UPDATE DECEMBER 2021 - Simplified Version: I've spent quite a bit of time in K-5 world the last several years. This year I introduced this game to my Elem math Ed students. They loved it. Since they are not yet regularly working with students they played it with their familiesand a few turned it into a drinking game. A group working with 2nd graders turned it into more simple version using a 4×4 board and only the number cards from 1-5. It worked well. If you want to try the 4×4 version with students, here is a template of a board you can print out. (Read below for directions on game play) https://docs.google.com/document/d/15Ogi-jpVNFWS9khdq0ZTiFsyYrGxyIaKUpZ4lDVMv-8/edit

UPDATE DECEMBER 2020 - Virtual Options: I love the game in this post ( read all about the game below ) - but if you and your students are learning remotely, it may be a bit of a challenge to use this game. I've created this game in JamBoard as an option for Distance Learning. I included several versions you can edit as you like (Note: to edit, make a copy of the document). Some versions students can write in values or type in values or on some I created moveable numbers students can move. See a few pics below for more ideas...

This version on JamBoard has movable yellow numbers your students can use. Students can record row and column totals either by writing or by clicking each cell and typing.

This version of Jamboard has more boards per screen. Students can either type in numbers or write them in....their choice...Again, as a teacher - Make a copy of the board and edit away.

Click the Button below to be connected to a Google Folder of Resources - with several JamBoard options (and the original printable board). NOTE: You will need to 'MAKE COPIES' of these documents to edit them.

Update 7pm: GREAT NEWS! Michelle Schoenberg made a Desmos Version of the 5×5 Game. Check it out HERE!

Update 7:45pm: I now have a version of this game in Google Slides with moveable numbers from Susan Barnhouse. I've added it to the resources in the Black Button below. She also recommended using this online set of cards app. Enjoy.

Update 12/14/20: Great News, Again! Scott Davidson made another version of the 5×5 Game in Desmos. Amazing. Check it out HERE!

Update 12/14 6pm: More great news. We have a 2nd version made in Google Slides with a random number generator included and a page for students to select their slide #....etc....all from the great David Sladkey. Click on the black button below to see David's version.

Update 12/16: GREAT NEWS! Kurt Salisbury just made an amazing Desmos Version of the 5×5 Game. Check it out HERE!
NOTE: If anyone creates the 5×5 game in Google Slides or Desmos, I'd love to see what you did. Email me at saravdwPD@gmail.com or message me on Twitter or Instagram.
Update 12/17: Yet another great addition. Alisha Zare made a version of the 5×5 game. I also love her adaptations suggested for elementary. Click the link below for the PearDeck Version.

Update May 2019 : John Ulbright has put the 5×5 game in Geogebra. Check it out HERE. (thanks John!)

THE STORY OF THE 5X5 GAME

This post is the first time in 24 years I've shared this activity with anyone other than my closest teaching peers (and I did not even share it with most of them). I've sworn them to not sharing this activity with anyone. I share everything I make, but I have not shared this. This is my winter break gift to those of you that read my blog.

I've used this activity every year I've taught. The woman I student taught with, Jane Kostik, taught me this game 24 years ago. I play this game just one time a year, the day before winter break. It is not a game connected to any MN state math standards, it is just for fun. It has a bit of logic and a bit of luck. Both my high performing and students who struggle the most love this game. They beg to play it again. I don't because I am unwilling to give up more than one day of class to something like this. I love it for the day before winter break because there are always students absent that day and it can be a tough day behavior wise due to students excitement for break - but not with this activity. (note: I refuse to ever, ever, ever - ever - show a movie in class, never ever again).

The reason I have protected this game all these years is because all students arrive to the game never having played it before-so I never have to deal with the 'This game is boring, we played it last year' kind of comments. Because I am now willing to share this game widely, I have ONE CONDITION. If you teach at a school that feeds into my own, you may NOT use this game. This means if you teach at Marcy, Sanford, Sullivan, Anishinabe, Folwell, Green, Anderson, Seward or teach Intermediate Algebra or Geometry at South, you may NOT use this. I will know and I will do something to get back at you. Just Sayin.

The goal of this game is to get the largest sum.

Before handing out the game cards, go over the rules of the game. I shine the following image up on my Promethean board. If I am done calling numbers and you have an empty space, it will stay empty. I will not repeat numbers. Once the board is filled with numbers you will look at every row and column and add up numbers that are the same in adjacent boxes. For example in row 1 there are 2 7's next to each other. The score for row 1 is 14 points. Here is my script: "Today we are going to play 5×5. The goal of this game is to get the largest total possible. I have a stack of cards with the face cards taken out. I will randomly draw 25 cards one at a time and yell out the number. When I yell out the number, you must immediately place the number somewhere on the game board. Once you write a number down, it must stay there. If you erase or scratch out anything during a game, you will not be able to win. If you 'save' numbers to write later, you will not be allowed to win. Write down every number I call right away. (one number per box)." I then model a super fast game with them where I am the only one writing numbers on the game board on my Promethian board. When I am done it looks something like this: I then say " Notice I did not add the 3rd 7 in row 1. Do the same thing for every row. Now do the same thing for every column. If there are 3 numbers in a row or column, you add all 3 numbers together. Once you've found the score for every row and every column, add up all these values for your grand total. The goal is to have the largest total of any student. Let's begin with our first game. Any questions before we start?"

Once I finish my script explaining the game, we play the game. I call out numbers an they place the numbers on the board. I keep my eye on a student who tends to be slower than the rest of the students and pace myself accordingly. When I've called 25 numbers I yell 'Add em up". This takes students 2-5 minutes depending on the students.

I award prizes to the top 2 or 3 students in every round. I tell students that I am going to check their board to hold them honest, but if I tell the truth, I just casually glance at it. My prizes are extremely cheap. Students can select either 2 mini candy bars or a FREE homework pass. Almost every student selects the free homework pass. If a student wins round 1, they are frozen out of winning round 2.

Before round 2 I give this hint. "What is better, placing 4 10's like the first picture or like the 2nd pictue" Many students think it does not matter. We then add up each option. Option A(blue) gets you double the points and we talk about trying to get numbers in an 'L' shape or if all 4 are called in a box.

Then we play round 2. Winning scores always go up. I award another 2-3 prizes. (and put these students on freeze and invite the previous winners to join in again).

In round 3 there are 2 ways to win. You can either go for the top score again or I will give a prize to whoever gets closest to zero. This means students have to try and keep like numbers apart on the grid. I usually have 4-8 winners for getting exactly zero and a couple of top scoring winners.

In round 4 I again say there are 2 ways to win. This time I say top score and whoever is closest to 30. This adds different strategy for players.

In round 5, usually my last round, I secretly take out all the ace cards, 2 cards and 3 cards and half of the 4 cards leaving me with 25 cards (all high numbers). I tell them in round 5 the only way they can win is with one of the 3 highest scores. Because I've taken out all the low numbers, every student gets excited thinking "I will surely win". I love how excited they get. It does not seem to dawn on them that everybody else is getting these same high numbers. I tell them to add them up and then we do a count down (note: I have to tell them to keep their score secret or they will not win) "Who has at least 100 points? Who has over 150? over 200? over 350″. The winning score is usually in the 300's in this round.

I've told you my well crafted version of playing this game, but really you can change all of the rules above to suit your class.

Again, here is a link to the game board for students. 5×5 game

Note: since I do this before winter break, as students walk out my door I give all students 1 additional free homework pass as my winter break gift to them. They love it and it costs me nothing. Nothing.

To the rest of you, here is how my game works.

I'd love to hear what your favorite game it and have you share it with us all. Send it my way by commenting below, tweet me @saravdwerf or email me at sarav@mpls.k12.mn

POST SCRIPT: While making this post I made a mistake in one of my photos - can you spot it? (2+2+2 is not 8). I am just finishing teaching a unit involving exponents and logarithms. It made me think that I should add a 2nd version of the game where you score points by multiplying values that are in adjacent squares. It would change one's strategy a bit.

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5×5 Most Amazing Just for Fun Game - Sara VanDerWerf

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UPDATE DECEMBER 2021 - Simplified Version: I've spent quite a bit of time in K-5 world the last several years. This year I introduced this game to my Elem math Ed students. They loved it.

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Fact: Kids love playing strategy math games, and when you introduce a twist of strategy, you add a problem-solving element to the activity. As kids play a game multiple times, their strategy will evolve. A great way to add accountability to a game that's being played in a workstation is to have students write about their strategy in their Math Journal. My favorite games are those that are engaging, include a twist of strategy, and require very little in the way of prep or materials. Today I've got two strategy math games that can be played with nothing more than a blank hundred chart and a couple of colored pencils.

This post contains affiliate links, which simply means that when you use my link and purchase a product, I receive a small commission. There is no additional cost to you, and I only link to books and products that I personally recommend.

The first game is the easier of the two. Assuming the number 1 in the upper left corner of the chart, players take turns using their colored pencil to write a single number in one of the squares on the chart. In doing this, students are using the patterns on the hundred chart, which emphasize place value, to determine which number goes in a particular square. A player who gets four numbers in a row on the chart (horizontal, vertical, or diagonal) draws a line through the numbers and earns one point. Play continues. The player who has the most points at the end of the game wins. This game can be differentiated by assuming different numbers in the top left corner. For example, the "starting" number could be a 3-digit number, such as 501, or even a decimal like 0.1.

The second game is a little more difficult and focuses on choosing numbers with a difference of 21. In this game, players take turns writing in two numbers that have a difference of 21. So, for example, I might begin the game by writing in the numbers 24 and 45 (difference of 21). My opponent might follow up with 43 and 64 (also a difference of 21). The format of the hundred chart makes determining pairs of number with a difference of 21 easy to find. The game continues much like the first game I described. When a player gets four numbers in a row, they draw a line through the numbers, score a point, and play continues. This game could also be differentiated by allowing players to choose a different target difference for the game. So they could play, for example, with a difference fo 37, which would be harder than 21.

You can download a blank number chart here. If you use it in your classroom, please drop a comment below or, better yet, take some pictures and tag me in a tweet!

See you on Twitter! @MathCoachCorner

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Strategy Math Games with a Blank Hundred Chart - Math Coach's Corner

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Fact: Kids love playing strategy math games, and when you introduce a twist of strategy, you add a problem-solving element to the activity. As kids play a game multiple times, their strategy will evolve. A great way to add accountability to a game that's being played in a workstation is to have students write about their strategy in their Math Journal.

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Back to Resource Hub

Instructions:

Create deck with index cards. Choose the sequence you want to work on. Make 4 copies of that sequence, each a different color. Create 7 treasure cards and the 4 dot color cards that start the rows.

Establish 4 rows using the cards with colored dots. Shuffle the deck of cards, including both numerals and treasure cards. Deal 10 cards per row, face down. After dealing the cards into the 4 rows of 10 there will be 7 cards remaining. These 7 cards become a draw pile.

Player 1 draws a card from the draw pile and places the card face up in the row of the corresponding colored dot and in the correct position of the sequence, removing the card previously in that position.

If the removed card is a numeral card, Player 1 gives it to the Player 2 who then places this card face up into the correct position.

If the removed card is a treasure card, Player 1 keeps the card and play continues with Player 2 drawing from the draw pile.

Play continues.

The game ends when you have revealed the 4 sequences. If there are no more cards in the draw pile simply choose a card that hasn't been flipped over yet.

The winner is the player with the most treasure cards.

Some possible sequences: 1-10, 11-20, multiples, counting by 10, counting by 10 starting at 3, fractions, decimals, percents. You can also just make 2 rows to make the game go faster. You can set it up to count backwards too, as the video demonstrates.

Teaching Number in the Classroom with 4-8-Year-Olds, Dr. Wright et al
Chapter 3, IA3.9, pp. 48-49

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How to Play Treasure Hunt: Fun Math Card Game

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Back to Resource Hub Create deck with index cards. Choose the sequence you want to work on. Make 4 copies of that sequence, each a different color. Create 7 treasure cards and the 4 dot color cards that start the rows. Establish 4 rows using the cards with colored dots.

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Back to Resource Hub

Instructions:

Choose the multiplication facts you want to work on. Make a deck of 40 cards with index cards by writing the 1st ten multiples out and do this 4 times. For example, 3, 6, 9, 12 ...all the way to 30.

1. Deal out 10 cards face down in 2 rows of 5. The rest of cards are the draw pile.

2. Draw a card and skip count to put it in the right place.

3. Continue until the full sequence is revealed.

4. Have your child then say the sequence forward and backward.

5. Pose such questions as, "which card is 5 x 3?"

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Back to Resource Hub Choose the multiplication facts you want to work on. Make a deck of 40 cards with index cards by writing the 1st ten multiples out and do this 4 times. For example, 3, 6, 9, 12 ...all the way to 30.

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Equivalent Fractions {3.NF.3A, 3.NF.3B, 3.NF.3C}

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Fresh games to get your students thinking.  Try showing a game video without the audio and have your students figure out the directions.  (upper grade)

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Fresh games to get your students thinking.  Try showing a game video without the audio and have your students figure out the directions.  (upper grade)

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Elementary

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The tasks in this collection encourage upper primary children to look deeper at multiplication and division.

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Copy of Multiplication Fun: Which one doesn't belong? - Google Jamboard

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Copy of Multiplication Fun: Which one doesn't belong?

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How are number strings designed? Typically, people tend to describe number strings as having the following structure

Entry problem

Helper problems

Challenge problem (or clunker)

This post from Math Coach on Demand (which also has a bunch of addition and subtraction number strings) describes the structure like this:

Again, the concept of helper problems. But is there just one "formula" for a number string?

Many number strings have this helper problem structure, such as strings that develop jumps of ten (and multiples of ten) in addition and subtraction, like the number string above, as well as number strings that develop the use of the distributive property of multiplication such as:

Again, you can see the series of helper problems that scaffold increasingly difficult problems. But what about this string for early multiplication?

Here, the number string is designed with equivalent problem structure. The first four problems are all equivalent, allowing students to think through why doubling one factor and halving the other results in an equivalent product. Other number strings with equivalent problem structure are constant difference in subtraction strings, such as:

Here the first four problems are equivalent to illustrate how constant difference can make a seemingly difficult problem like 131 - 66 simpler to solve, by shifting the difference up the number line to 130 - 65.

There are also number strings that have a compare structure, such as this number string which asks students to consider whether to add on or remove in subtraction

This distinction matters when you are designing strings, and also when you are facilitating them. When you are facilitating the number string above with a compare structure, you want to make sure to draw out a discussion of which strategy works for which set of numbers, and why. Much like a compare discussion in Elham Kazemi and Allison Hintz's Intentional Talk, the structure of the mathematics leads to a particular structure for discussion. For a number string with an equivalency structure, you want students to be talking about the equivalency and proving that these problems are truly equivalent. For a number string with a helper problem structure, discussion can focus on which simpler problems helped you solve a more challenging problem. For all the problems, discussion can center around the patterns that they notice in the number string. But for different problem structures, those patterns are different.

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How are number strings designed? Typically, people tend to describe number strings as having the following structure Entry problem Helper problems Challenge problem (or clunker) This post from Math Coach on Demand (which also has a bunch of addition and subtraction number strings) describes the structure like this: Again, the concept of helper problems. But is...

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Place Value Yahtzee Game — Games 4 Gains

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Learn how to play this fun place value game and download your free Place Value Yahtzee score sheets.

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I hope you are having a wonderful Memorial Day weekend! I'm finishing up a little project for school. We are putting together summer learning bags for our kiddos to take home over the summer, and we're putting a pair of dice in each bag. Last week I shared a little booklet I made for playing math games with a deck of cards. Well, I made a companion booklet for a pair of dice! To assemble the booklet, you'll need to copy the sheets two-sided, fold them as a booklet, and staple. The link is below the pictures. Enjoy!

Click here to grab yours!

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Math Games with a Pair of Dice - Math Coach's Corner

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I hope you are having a wonderful Memorial Day weekend! I'm finishing up a little project for school. We are putting together summer learning bags for our kiddos to take home over the summer, and we're putting a pair of dice in each bag.

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Not only are kids able to practice the skills that we have been focusing on (over and over repeatedly), but they are also doing it in a format that they find fun...and anything that adds fun to learning is a plus in my book!
This post contains Amazon Affiliate links. If you purchase through one of these links, The Teacher Next Door, LLC receives a few cents on the dollar. This commission directly supports us as a small business and ensures that we can continue to create high-quality content for upper elementary teachers, like yourself! As always, the products shared are tried, true, and tested. Enjoy!

So, when I plan my math lessons, I am always on the lookout for hands-on fun activities that will add variety and motivation to our math time. For that reason, these dice games are some of my go-to games.

If you're looking for hands-on dice at an affordable price, here's my favorite set from Amazon. The best thing about this set is that it comes in 5 colors. This makes making groups easy!

Don't forget about storing your dice too! Using individual dice containers keeps them from getting lost. Simply put a die (or two) in each container and you're guaranteed to never lose one under the cabinets in your classroom again. I like this set here and this fun, colorful set here.

Btw...Did you know if you type "dice roller" into Google, you'll have a digital (and silent) dice manipulative for your students to use whether you're teaching in the classroom or virtually?

Here are the dice-based math games, listed by category:

1. Build it Big or Build it Small

Kids each need a dice and some scratch paper or a whiteboard. Tell the kids whether they are trying to make a larger or a smaller number. I usually start big but after 5 minutes, switch it to small for variety. Kids make dashes on their paper/whiteboard to indicate the place value of the number.

So, if you're working on hundreds, kids would make 3 dashes, 4 for thousands, and so on. Kids take turns rolling dice the same number of times as the dashes. Each time a person rolls, he/she must think logically to place the number shown on the dice, on the dashes.

For example, if you are working on a large number and roll a six, it would go on the largest place value space but if you were working on making a small number, it would go on the smallest place value space.

Once kids have placed a number, it can not be moved. The person with the highest (or lowest, depending upon the game's goal) wins a point.

Variation 1: Make this a decimal place value game by having the kids draw a decimal before the dashes.

Variation 2: My favorite way to play math games with playing cards or with dice is to give each set of partners a "more/less" coin that I make ahead of time. This is a simple plastic or foam circle and I attach a sticker (or you could use sharpie) on one side with the word "more" and the other side with the word "less". That way at the end of the game, no one knows who has won until you flip the more/less coin.

If more is shown, the higher number wins and if less is shown, the smaller number wins. I like this because it adds suspense to the game and because no one feels the need to poop out/give up before the game is over if it becomes obvious that there is no chance for winning.

2. Roll and Round That Number

For this game, kids need scratch paper or a whiteboard, as well as a set of dice. The number of dice used should match whatever place value you are working on. So if you're focusing on hundreds, partners need three, or for ten thousands, partners need five.

The first person rolls all three dice at the same time and builds a number with it. The second person does the same and then each person rounds his/her number to the highest place value. For example, a roll of 5, 3, 7 could make the number 753, which would be rounded to 800. Students compare rounded numbers and the highest correctly rounded number wins (or use the more/less coin to decide).

Variation 1: Give the kids a certain number of dice and tell them how to round them. Change that every few minutes. For example, if partners have 5 dice, tell them to round it to the nearest ten. After five minutes, tell them on their next game to round it to the nearest hundred...

Variation 2: This can also be a decimal rounding game.

Variation 3: For older kids, you could use this with positive/negative numbers. Make a coin like the more/less coin with a positive or negative sign on it to flip and then round and compare numbers.

3. Order of Operations

Kids definitely need scratch paper or whiteboards for this game. Partners should have 3 or more dice, depending upon the type of math sentence template you give them. You'll need to give kids a specific template that will work, as not all templates will work for this game using the numbers on the dice (see a few examples below).

Have the kids make a template on their paper/whiteboards. Kids roll the dice and place the numbers on the template provided. Kids solve that problem, using the order of operations and then compare their number to see who has the largest (and correctly done) number to determine a winner.

A few possible templates for this game:

4. Fraction War

Have kids use scratch paper or whiteboards. Partners each roll two dice to make a fraction. The smaller of the roll should go on top/be the numerator. If the person rolls doubles (same number twice, like two fives), that person automatically wins a point for that round. Once dice are rolled, partners work together to see which fraction is larger. The larger fraction wins.

Variation 1: Once dice are rolled, the person who determines the largest fraction correctly the fastest, wins the point.

Variation 2: Use the more/less coin to determine the winner, once fractions are compared.

Variation 3: Add or multiply the fractions and the person who correctly determines the sum/product first wins.

5. Simplify Fractions

Using scratch paper or whiteboards and three dice, partners each roll the dice to create a fraction. One of the numbers is placed on top (unless it is a one, which means the fraction can't be simplified) and the other two numbers are left side by side to create the denominator.

For example, if the roll is 4, 3, 6...The fraction might be 4/36, which simplifies to 1/9 or it could be 6/34, which simplifies to 3/17. If the roll does not allow for simplifying, the person automatically loses. The person who has the largest fraction wins.

Variation 1: Use the more/less coin to determine a winner

Variation 2: Kids who can come up with the most ways to make fractions to simplify would win. This would be a higher-level thinking kind of activity.

6. Improper Fraction Challenge

For this game, scratch paper or whiteboard will be needed, as well as three dice per partners or small groups. Each person rolls the 3 dice and makes an improper fraction by placing two of the dice side by side as the numerator and the other dice as the denominator, and then simplifies to make a whole number or a mixed number.

For example, if the child rolled 2, 4, 5...Some possible fractions would be 24/5 = 4 4/5... or 54/2 = 27... or 45/2 = 22 1/2. The higher-level thinking comes in as kids are trying to make the largest number possible.

Variation 1: Kids use the same numbers to convert into a whole number/mixed number.

Variation 2: Older kids may use 5 dice (3 for numerators and 2 for denominators).

Variation 3: Use the more/less coin to determine a winner.

7. Line Plots

Here's a hands-on way for kids to get lots of practice making line plots. For this game, kids need scratch paper or a whiteboard and 2 - 5 dice per small group. Each child makes a template of a line plot before starting the game. Kids need a line and numbers one to six like this:

____________________________

1 2 3 4 5 6

Each person rolls a total of 10 times. Each child creates a line plot using the numbers shown on the dice. So, for example, if a child rolled 1, 1, 2, 2, 3, 3, 3, 4, 5, 6...the line plot would look like this:
X
X X X
X X X X X X
1 2 3 4 5 6

Once each person has a line plot made, one person rolls the dice. The number shown determines who wins. For example, if a 3 was rolled, the person in the example above has three in the 3 sections.

That would be compared to the partner's section 3 and the person with more in that particular section wins. If it is the same, the dice is rolled again until a winner is determined.

8. Area and Perimeter

For this game, students need two dice and a piece of grid paper for partners to share. Each student also needs a marker or a crayon/colored pencil. Partners should have different colors, so if one has red, the other might be blue.

Each person rolls the dice and uses the numbers as the length and width of a rectangle. The person draws the rectangle on the grid paper to scale. So if 4 and 6 were rolled, the person would draw a rectangle that is 4 squares wide by 6 squares long.

In the rectangle, that person writes the perimeter or the area (whichever the teacher indicates at the beginning of the game). The other person takes a turn and the winner is the player who has captured the most area on the grid paper, when time is called.

Variation 1: Use two separate pieces of grid paper. Once students determine area (or perimeter) keep a running total of points. For example, if the area was ten and the second area was 6, the running total would be 16. Highest score at the end wins.

Variation 2: If studying colonization, each player may choose a country and imagine that the grid paper is land in the New World. Spain, England, France, the Netherlands and other countries would work well in this scenario.

Hope this has given you a few ideas for dice games. If you're looking for more engaging resources, I also have some awesome task cards for 3rd grade, 4th grade, and 5th grade, that are great for centers, one on one or for a whole class game of scoot:

Finally, if you would like more free math game ideas, here are a few other posts you might like:
Click here to read Math Games Using Playing Cards. Click here to read Math Games Using Dominoes.
Thanks so much for stopping by!

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Math Games Using Dice - The Teacher Next Door

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Games are an important part of math class, in my opinion. Not only are kids able to practice the skills that we have been focusing on (over and over repeatedly), but they are also doing it in a format that they find fun...and anything that adds fun to learning is a plus in my book!

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No matter the age, we should always be building our children's number sense and flexibility with numbers. Having fun games that can be used anywhere and anytime is essential to our children's love for learning. Consider investing in a bag of multi-colored dice to help practice math facts and develop a stronger understanding of whole numbers, fractions, and decimals! Below are some fun dice games to be played at third grade and higher:

Factor Dice: Roll 2 (or more) dice and multiply to find the product. Decide whether the product is composite (has more than 2 factors) or prime (has exactly 2 factors, 1 and the number itself). If it's composite, find all the other factor pairs of the number. Record all the factor pairs for each roll, whichever player has the most factor pairs after 5 turns wins! For example: roll a 6 and 3: multiply 6 x 3 = 18. 18 is composite and its other factor pairs are 18 x 1 and 9 x 2.

Multiple Dice: Roll 2 (or more) dice and add them to find the sum. Say and/or record the next 10 consecutive multiples of that number. For example: roll a 6 and 2 so add 6 + 2 = 8. Find 10 multiples of 8: 8, 16, 24, 32....

Multiplication Dice War: Using 2 dice each, players roll to find the greatest product. Keep track of points using tally marks. The first player to 10 tallies wins (or set whatever goal you would like)! Variations: Play to find the lowest product; use 3 dice instead of 2.

Multi-Step Dice: Using 3 or more dice with different colors - players decide the rules ahead of time. If using 3 dice, try 2 green and 1 blue. Roll all 3 dice at once, and add the 2 green and multiply the 1 blue die mentally. The next time, multiply the 2 green dice and subtract the 1 blue die. Using different variations of play will increase flexibility in number sense and excitement in math.

Fraction Dice: Using 2 different colored dice, designate which colors are the numerator and denominator. Roll the dice to create your fraction. For example, if a player rolls a 4 and 5, the fraction is 4/5 or 5/4 depending on the rules established. From this fraction you can:

- Convert it to a decimal
- If it's improper (like 5/4), convert it to a mixed number
- Compare with a partner's fraction to find the greatest or least fraction
- Roll 6 dice and make 3 fractions, in order from least to greatest
- Plot it on a number line

How do you make math fun with your kids? Share your ideas on the Scholastic Parents Facebook page.

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Math Games: Using Dice With Kids Aged 8-13

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No matter the age, we should always be building our children's number sense and flexibility with numbers. Having fun games that can be used anywhere and anytime is essential to our children's love for learning. Consider investing in a bag of multi-colored dice to help practice math facts and develop a stronger understanding of whole numbers, fractions, and decimals!

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A simple deck of traditional cards can yield countless math games for students at varying skill levels. Every game offers the flexibility to make the play easier, harder, or more complex - you get to decide! And with just standard deck of cards, you can bring math learning with you anywhere you go: car trips, restaurants, or just relaxing at home!

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Summer learning is so critical, especially for students who are already struggling. I've been working with a peer tutoring group this year (5th graders tutoring 3rd graders), and I wanted to give them a gift for completing the program. I bought each of the students a deck of cards, and my idea was to create a booklet to give them containing instructions for easy math games they could play using the cards. In scouring the Internet for ideas, I came across the website of an organization called the Positive Engagement Project (PEP). It's a nonprofit organization whose mission is "To get students positively engaged in active learning, while getting ourselves and others positively engaged with schools and communities."

On their website, they have a downloadable booklet called . It is 69 pages of games, for grades K though 6, that can be played with a standard deck of cards. It's an amazing resource.

I still had the booklet idea in my head, and I wanted to choose games that would be appropriate for 3rd through 5th graders, so I reformatted a selection of games from their e-book and made them into a booklet format. Of course I included a credit and link to their website. You can download my booklet format . You'll need to copy it double-sided and then fold and staple it. Be sure to visit PEP's website for other great resources and spread the word!

Like this? Check out for a booklet on math games with a pair of dice!

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Math Games with a Deck of Cards - Math Coach's Corner

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Summer learning is so critical, especially for students who are already struggling. I've been working with a peer tutoring group this year (5th graders tutoring 3rd graders), and I wanted to give them a gift for completing the program.

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Looking for simple and fun math card games to engage your learners? This list includes a huge variety, organized by skill, will help you find a "just right" game to practice math skills. And the best part? All you need is a simple deck of cards and perhaps some dice!
A great way to engage kids who would otherwise loathe math practice (and also just a fun way for anyone to review important skills!) is to play a game. My son has a hard time getting motivated to do school work, but he is always more excited and engaged when I turn whatever we're doing into a game. Here you will find some of my favorite math card games, organized by topic!
*Please Note: Some of the links in this post are affiliate links and help support the work of this site. Read our full disclosure here.*
Benefits of Math Card Games:

Sometimes, board games can be cumbersome, have a lot of pieces, or require a lot of money. One thing you can always use that is easy, portable and cheap is a simple deck of playing cards . Just one set of cards can be used for countless games! And if you have two decks, it just adds to the challenge!

To help you, I have been searching for awhile to find the best math card games and round them up into one giant post so you can find something for virtually any math skill! I hope you find something just right for your kids!

And if you don't have time to wade through this list, grab my "quick start" set with 15 different simple and fun math games, sent right to your inbox!

20+ of The BEST Math Card Games:

Sorting & Counting Card Games:

Helping young kids learn how to sort and count can be fun with a deck of cards. Although you probably don't even need formal games, here are a few ideas to get you started.

Fan Tan (with multiple variations) - 2+ players (best with 4-6 players)

Builder's Paradise (number sequencing)- 2+ players

Counting On - 1+ players

Here are some other simple ideas for letting your kids learn counting and sequencing through play:

Let your kids sort the deck by suit. Then have them put each suit in order from least to greatest.

Have your kids draw 5 cards. Then ask them to put them in order from least to greatest, or sort them between "less than 5" or "greater than 5".

Let your kids gather and sort a collection of various objects into piles (such as pennies, stuffed animals, cups, marbles, etc.). Then let them use cards to label each pile with "how many" are in each stack.

Addition & Subtraction Card Games:

What kids couldn't use some extra practice with addition or subtraction? These are such essential math facts to master and grow in confidence that having a deck of cards handy is a simple way to review. There's a wide variety of games listed below, so check them out and figure out which ones are your favorites!!

Pyramid - 1+ players (Found in Games for Math by Peggy Kaye)

Close Call (adding 2-digit numbers and mental math) - 2-4 payers

Addition War (and so many variations, your kids can practice math skills from Kindergarten through high school!) - 2 players

Once Through the Deck - 1 player

Blackjack Math - 2+ players

Gain or Loss - 2-4 players

Make Ten - 2+ players (This is also found in Games for Math )

Practice with Double Digit Subtraction - 2+ players

Hit Me! - 2+ players (addition and subtraction, absolute value)

Simple Place Value Card Games:

Place Value Game (with rounding) - 2+ players

Beat the Teacher (similar, but with a different point scale) - 2+ players

Hold the Line - 2+ players

Triple Digit Dare- 2+ players (easily adapted)

Prime Numbers Card Game:

Prime Number Challenge - 2+ players

Fractions and Decimals Card Games:

My Closest Neighbor - 2-4 players

Fraction Flip It (multiplying fractions) - 3-5 players

Make a Buck- 2-4 players (adding decimals)

Fun Multiplication Card Games:

Just like addition & subtraction, multiplication facts are so important and require lots of practice and review before kids gain mastery. These math card games are easy to set up and play again and again.

Spiral is especially useful because you rebuild the game board each time, so every game is different!

Spiral- 2+ players ( can also be adapted to practice addition or subtraction)

Integer Flash (multiplication with integers) - 2 players

Once Through the Deck - 1 player

Practice Exponent:

Exponent Battle - 2 players

Order of Operations:

24 Math Game - 2+ players

Target - 2-4 players

OrdOp - 2+ players

Metric Conversions:

Let's Convert- 2+ players

Plus, this post includes 6 more easy card games, covering a variety of concepts. 🙂

And don't miss my resource, Math in the Cards, a huge collection of math card games! You'll never pull out a boring worksheet again!

Purchase PDF Download | Purchase Print Book on Amazon
Enjoy playing with math!

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The 20+ Best Math Card Games That Are Easy To Learn | K-8

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What do you get when you mix math and card games? An excellent way to learn math facts. Check out this list of 20+ math card games for fun and learning.

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Fresh games to get your students thinking.  Try showing a game video without the audio and have your students figure out the directions.  (all grades)

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Fresh games to get your students thinking.  Try showing a game video without the audio and have your students figure out the directions.  (all grades)

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Primary

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Can you work out how to make each side of this balance equally balanced? You can put more than one weight on a hook.

Are these statements relating to odd and even numbers always true, sometimes true or never true?

Y ou may also be interested in this collection of activities from the STEM Learning website, that complement the NRICH activities above.

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Can you work out how to make each side of this balance equally balanced? You can put more than one weight on a hook. Are these statements relating to odd and even numbers always true, sometimes true or never true?

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Copy of Grade 1 Games interactive-optimized 2

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Cats have four legs. Dogs have four legs. So obviously, all animals have four legs.

Try out that reasoning on a kid, says mathematician Dan Finkel, to introduce them to the concept of mathematical play.

Wrong, the kids should say. What about people? And fish?

"Kids love to prove adults wrong," Finkel, co-director of Math 4 Love, told KUOW's Bill Radke. And math is about arguing against seeming truths - what comedian Stephen Colbert refers to as " truthiness." These math games encourage youngsters to play with proofs.

There's a sense that if "you're not suffering, you're not learning," Finkel says. But the opposite is true, he said. "Even people doing the deepest mathematical research are people who have retained ability to play."

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Getting Kids Interested In Math (Without Their Knowing)

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Cats have four legs. Dogs have four legs. So obviously, all animals have four legs. Try out that reasoning on a kid, says mathematician Dan Finkel, to introduce them to the concept of mathematical play. Wrong, the kids should say. What about people? And fish?

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Explore these patterns with your students and watch their natural tendencies to see patterns morph into powerful algebraic thinking and reasoning. It’s an ideal routine to foster mathematical practice #7 - look for and make use of structure.

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CHALLENGING MATH PROBLEMS WORTH SOLVING DOWNLOAD OUR FAVORITE PROBLEMS FROM EVERY GRADE LEVEL Get Our Favorite Problems Take The Online Workshop WANT GOOGLE SLIDE VERSIONS OF ALL PROBLEMS? HERE’S OUR GROWING COLLECTION Get Google Slide Versions WANT TO SHARE OPEN MIDDLE WITH OTHERS? CHECK OUT THESE FREE WEBINARS TO HELP TEACHERS RETHINK CLASSWORK Elementary Version

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Enriching mathematics for all learners

A free-to-use collection of mathematics activities, lessons and problems designed to nurture curious, resourceful and confident learners of mathematics. Produced by The University of Cambridge.

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The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles.